We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byDavid Gomez
Modified over 3 years ago
© 2001 Vermont Organization of Nurse Leaders (VONL) 1 Vermont Nurse Internship Project Susan A. Boyer, M.Ed., RN, Program Director
© 2001 Vermont Organization of Nurse Leaders (VONL) 2 Internship Model Founded upon Coalition between Education, Practice & Regulation Supported by Director position and stakeholder groups Rooted in Preceptor delivery process Explore the website – for further detail, guidelines & explanation.www.vnip.org
© 2001 Vermont Organization of Nurse Leaders (VONL) 3 Unique Aspects of VNIP Model Collaborative effort inclusive of Education, Regulation & Practice (all HC settings) Framework/tools developed for use in multiple agencies across the continuum Competency development/assessment considers critical thinking, human caring, leadership and management skills as being of equal importance as the tasks & procedures (based on the COPA model)
© 2001 Vermont Organization of Nurse Leaders (VONL) 4 Other unique aspects Focus on preceptor development Research and theory based Mixed audience inclusive of allied health team Teaching preceptors to foster C.T. skill development & evaluate performance outcomes Statewide standardization of preceptor and intern development framework and curriculum (including competence assessment)
© 2001 Vermont Organization of Nurse Leaders (VONL) 5 What we have learned Preceptor development and support Clinical Coaching Plan - Development of Critical Thinking Preceptors Interns Clearly defined expectations Standardized performance outcomes (COPA)
© 2001 Vermont Organization of Nurse Leaders (VONL) 6 Preceptor Development Teaching how to teach how to develop critical thinking in others Protector role Evaluator – competency validation
© 2001 Vermont Organization of Nurse Leaders (VONL) 7 Clearly Defined Expectations For both intern and preceptor COPA model Eight essential duties Defined in specific measurable terms Consider critical thinking skills What does a nurse do?
© 2001 Vermont Organization of Nurse Leaders (VONL) 8 Clinical Coaching Plan Teaching plan &/or action plan Principles of teaching and learning Adult learning and personal learning styles Experiential learning – action based Specific measurable outcomes (COPA) Specific instructional strategies Concrete C.T. development tool
© 2001 Vermont Organization of Nurse Leaders (VONL) 9 Outcomes Start with the end What are your goals ? Why change ? How will you know that you have succeeded? How to measure it? Tools, process, outcomes
© 2001 Vermont Organization of Nurse Leaders (VONL) 10 VNIP Data, Outcomes, and implications of the pilot 48% of Interns recruited from out of state schools and/or residence Retention – FAHC tracking 1999 Pre-Internship rate was 75% With the internship, the rate rose to 93% of new grads that completed
© 2001 Vermont Organization of Nurse Leaders (VONL) 11 Satisfaction Survey – Transition to practice strongly disagree strongly agree
© 2001 Vermont Organization of Nurse Leaders (VONL) 12 Outcomes Position Vacancy rate Consistently 20% & higher prior – currently 0% No recruitment or advertising costs Nursing students – asking for positions after program completion
© 2001 Vermont Organization of Nurse Leaders (VONL) 13 Outcomes Nursing literature reports that the inability to handle the intense working environment, advanced medical technology, and high patient acuity results in new grad turnover rates of 35% to 60% within the first year of employment. (Beecraft, Kunzman, & Krozek, 2001) VNIP turnover rate = 6% for new graduates completing the internship
© 2001 Vermont Organization of Nurse Leaders (VONL) 14 Workplace Culture Support and nurture Value learning Value individual Time for questions, learning, teaching vs. Insanity
© 2001 Vermont Organization of Nurse Leaders (VONL) 15 Preceptor development & support Requires protocols, theory-based instruction, practical application & ongoing dialogue Includes tools and components found within the Internship model/resources
© 2001 Vermont Organization of Nurse Leaders (VONL) 16 Preceptor Development/Support raising the bar Preceptors as delivery agents Shape the culture of the workplace Nurture and support... or not Instruction related to teaching/learning Taught to foster Critical Thinking in others?
© 2001 Vermont Organization of Nurse Leaders (VONL) 17 Preceptor Development Include updated role & responsibilities Protector role Evaluator – competency validation Instructional model - team approach Statewide, standardized, evidence-based Protocols to support role/expectations
© 2001 Vermont Organization of Nurse Leaders (VONL) 18 Preceptor Preparation Role & Responsibilities Novice to Expert Adult Learning Theory Delegation/Liability Team Building and Group Dynamics Preceptor Toolkit New Graduates and competency assessment Personality Styles Communication Fostering Critical Thinking in the Novice Ongoing Preceptor Development and Support
© 2001 Vermont Organization of Nurse Leaders (VONL) 19 VT Nurse Internship Project The Internship is a formal, post-licensure educational program designed to extend the basic nurse education preparation, proficiency, and/or skills of new graduate and transitioning nurses. Target audience - Interns are: LPN and RN new graduates Nurses in re-entry programs & those transitioning to a new specialty.
© 2001 Vermont Organization of Nurse Leaders (VONL) 20 Internship Framework 10 weeks of experiential learning Starts after agency orientation 5 or less interns in a cohort (on one unit) Intern does not count in staffing mix 40 hours of didactic instruction provided 200 hours of clinical educator time Protocols and resources for intern & preceptor Preceptor development & identified time for teaching Clearly defined expectations (COPA model based) Clinical coaching plans (unit based teaching/learning plans)
© 2001 Vermont Organization of Nurse Leaders (VONL) 21 Internship vs. Orientation The same framework and tools are applicable for ALL orientation and competency assessment of staff. The same competency assessment tools used for new graduates as for agency or traveling staff Theory-based frameworks that fit for all healthcare providers and departments
© 2001 Vermont Organization of Nurse Leaders (VONL) 22 Core concepts Start with the end in mind Keep returning to that balancing point ROI - Return on investment Data collection – What is the evidence ? Preceptor development & support Clearly defined expectations Clinical Coaching Plans
© 2001 Vermont Organization of Nurse Leaders (VONL) 23 Success equals: Completion Early identification that the person does not belong in the specialty Protection of client and staff member
© 2001 Vermont Organization of Nurse Leaders (VONL) 24 Solutions for the 21 st Century Clearly defined expectations Clear expectations for novice & preceptor Includes program protocols & time to teach Preceptor development/support Delineate Protector and Evaluator roles Teach to foster C.T. skill development Provide clinical coaching plans Care plan for the novice Game plan for the preceptor Collaborative approach adds strength & quality
© 2001 Vermont Organization of Nurse Leaders (VONL) 25 Return on Investment Precepting is a task Each task requires time for completion Quantifying time for precepting is required
© 2001 Vermont Organization of Nurse Leaders (VONL) 26 Systems for finding time Reduce assignment by... Add clinical educator to unit for temporary assignment Specify unit for orientation – with staffing to accommodate
© 2001 Vermont Organization of Nurse Leaders (VONL) 27 Workplace Culture - environment of nurture & support Preceptor development and support Clinical Coaching Plan - Development of Critical Thinking Preceptors Interns Clearly defined expectations
Some key references: Alfaro-LeFevre, R. Critical Thinking and Clinical Judgment: A Practical Approach, 3rd Edition. © 2004 ISBN: Beecroft, P, Kunzman, L, Krozek, C. RN Internship – Outcomes of a One-Year Pilot Program; JONA; Vol 31, No.12, pp ; December 2001 Benner, P. (1984). From Novice to expert: Excellence and power in clinical nursing practice. Menlo Park, CA: Addison-Wesley. Boyer, S. Education -Practice Collaboration builds Internship and Preceptor Programs, Nursing Education Perspectives, Vol 23, No 2. Mar/Apr 2002 del Bueno, D. (2005) A Crisis in Critical Thinking. Nursing Education Perspectives, 26(5) Lenburg, C. The Framework, concepts and methods of the competency outcomes and performance assessment (COPA) model. © 1999 Online Journal of Issues in Nursing. Sept. 30, A more extensive bibliography is available on the website:
1 Core Curriculum for Clinical Coaching Intro - VNIP Model Vermont Nurses In Partnership Susan A. Boyer, RN, M.Ed. © Vermont Nurses In Partnership,
Core Curriculum for Clinical Coaching Intro - VNIP Model © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission.
Supporting Transition: Lessons learned from Nurse Internship & Residency © Vermont Nurses In Partnership, Inc. All rights reserved. No copying.
Evidence Based Preceptor Development Susan A. Boyer, RN, MEd, FAHCEP Executive Director VT Nurses In Partnership, Inc
Supporting Transition for New Graduate Nurses : via a Statewide Nurse Internship Model © Vermont Nurses In Partnership, Inc. All rights reserved.
Susan A. Boyer, RN, M.Ed. Executive Director Vermont Nurses In Partnership, Inc. susan.boyer 7/3/20151Susan A. Boyer, RN, M.Ed.
Susan A. Boyer Director, VT Nurses In Partnership
1 Career Pathways for All Students PreK-14 2 Compiled by Sue Updegraff Keystone AEA Information from –Iowa Career Pathways –Iowa School-to-Work –Iowa.
Improving individual performance: Effective Performance Management Systems for Small States Regional Caribbean Conference on Improving Public Service Performance.
Mentoring-Precepting: Transition from Novice Expert Susan A. Boyer, RN, M.Ed. Vermont Nurses In Partnership Executive Director.
25 seconds left….. 24 seconds left….. 23 seconds left…..
Examining Student Work. Ensuring Teacher Quality Leader's Resource Guide: Examining Student Work 2 Examining Student Work Explore looking at student work.
PSSA Preparation. Question 1(no calculator) D Question 2 (no calculator)
Preceptor Education & Credentialing Susan A. Boyer, RN, M.Ed. Director, VT Nurse Intern Project.
Raising Achievement. 2 Aims To explore approaches and materials to support the planning of learning. To consider strategies for preparing learners for.
Exit a Customer Chapter 8. Exit a Customer 8-2 Objectives Perform exit summary process consisting of the following steps: Review service records Close.
C Copyright © 2005, Oracle. All rights reserved. Practice Solutions.
Januar 2005 S M T O T F L
1 BUILDING THE CAPACITY TO ACHIEVE HEALTH & LEARNING OUTCOMES Leadership is a Process Marcia Rubin.
Susan Boyer VT Nurses in Partnership (c) 2009 VNIP, Inc All rights reserved. Contact:
Nancy Fink, MSN, BSN, RN, CCRC Karen Lutter, MSN, BSN, RN, NE-BC.
©Brooks/Cole, 2001 Chapter 12 Derived Types-- Enumerated, Structure and Union.
Jeopardy Topic 1Topic Q 1Q 6Q 11Q 16Q 21 Q 2Q 7Q 12Q 17Q 22 Q 3Q 8Q 13Q 18Q 23 Q 4Q 9Q 14Q 19Q 24 Q 5Q 10Q 15Q 20Q 25 Final Jeopardy.
1 Phase III: Planning Action Developing Improvement Plans.
Susan A. Boyer, RN, M.Ed. Executive Director Vermont Nurses In Partnership, Inc.
2009 STRATEGIC PLANNING PLAYBOOK April 2, 2009 Prepared by M3.
1 Begin the Transformation: Mapping the Course DOWNLOAD ME!
1 New Hampshire’s preK-16 Literacy Action Plan for the 21 st Century Deb Wiswell & Linda Stimson NH Literacy Task Force July 23, 2007.
Precepting New Graduate Nurses A Guide from the WV Center for Nursing.
ABC Technology Project Mrs. Kiddle. ABCs of Technology Word 1 Word 2 Word 3 Word 4 Word 5 Word 6 Word 7 Word 8 Word 9 Word 19 Word 20 Word 21 Word 22.
WEEK 1 You have 10 seconds to name…
1 Literacy PERKS Standard 1: Aligned Curriculum. 2 PERKS Essential Elements Academic Performance 1. Aligned Curriculum 2. Multiple Assessments 3. Instruction.
© 2012 National Heart Foundation of Australia. Slide 2.
We will resume in: 25 Minutes We will resume in: 24 Minutes.
You have been given a mission and a code. Use the code to complete the mission and you will save the world from obliteration…
Slide 1 Advanced Piloting Cruise Plot. Advanced Piloting Cruise United States Power Squadrons ® Part I Question 1 Question 2 Question 3 Question 4 Question.
Successful strategies for improving outcomes through quality assessment and evaluation of programs Leadership Conference Winston Salem, NC June
McDonald’s calendar 2009 January
Training Guide Gaining Senior Leadership Support for Continuity of Operations.
Promoting Regulatory Excellence Self Assessment & Physiotherapy: the Ontario Model Jan Robinson, Registrar & CEO, College of Physiotherapists of Ontario.
Effectively applying ISO9001:2000 clauses 6 and 7. Version K.10.1-UK Oct 03 The High Performance Organisation Ltd ISO9001:2000 Clause 6 and 7 workshop.
Health Professions Training: Registered Respiratory Therapist Scholar Program The California Hospital Association February 4, 2011.
H to shape fully developed personality to shape fully developed personality for successful application in life for successful.
1 K-5 Sheltered Instruction Observation Protocol (SIOP) Update Alameda Unified School District Presentation to the Board of Education December 9, 2008.
© 2017 SlidePlayer.com Inc. All rights reserved.